G. I. Joe and the Colleges

FROM the college which promises to give the veteran almost anything he may think to ask for to the college which flatly refuses to make any change in a curriculum that it considers already perfectly adapted to the needs of students, there is wide variation-and much uncertainty-in plans for the education of returning service men and women. Many interesting discussions have appeared, and at least one study has been made,' revealing not only the tentative nature of most of the proposals for accommodating the veteran in the colleges but also the sense of bafflement which college faculties feel over the necessity of considering vast changes in their programs without sufficient information about the needs of the veteran to be sure whether such changes may be wise. As discharged servicemen return to schools in gradually increasing numbers, however, a pattern of procedure seems to be developing, particularly in the larger institutions, that apparently offers a sensible and workable solution for both college and student. This pattern promises to fix a middle ground between the unconsidered efforts of some few institutions to offer education, or a reasonable facsimile thereof, to veterans upon a gilded platter and the stubborn insistence of a few others that academic standards may be endangered by even the slightest bending of inflexible admission requirements or departmental distinctions. Because much that has been written upon the subject has tended to distort the view, the present writer undertook to discover exactly how the problem of the veteran is being met by going directly to the colleges for his information. Inquiries were made at 140 of 'May, Samuel C. University Programs for Veterans, a mimeographed report issued by the University of California, Berkeley, November I

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• Student Veterans in Transition

  Corey B Rumann, Florence A Hamrick•The Journal of Higher Education•2010

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